Ciencias Humanas y de la Educación
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Item Gamificación en el aprendizaje de matemáticas en los estudiantes de la oferta educativa para personas jóvenes, adultas y adultas mayores con escolaridad inconclusa de primer año de bachillerato acelerado de la Unidad Educativa Quisapinch(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-16) Toasa Alpapucho Edgar Rubén; Morocho Lara Héctor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaThe students participating in the educational offer aimed at young people, adults and older adults with unfinished schooling face various challenges in the educational field, especially in the area of Mathematics. Significant difficulties related to very basic knowledge, poor problemsolving skills, and limited understanding of key concepts were identified. Faced with this problem, the general objective of this study was to determine the contribution of gamification in the process of learning mathematics in students of the first year of accelerated high school of the Quisapincha Educational Unit. To fulfill this purpose, a mixed approach methodology was applied, combining quantitative and qualitative techniques, under a longitudinal applied preexperimental design. This strategy made it possible to observe and measure changes in the level of learning before and after the implementation of the pedagogical intervention. The sample was composed of 20 students, who actively participated in class sessions structured through the use of gamification elements, such as interactive challenges, symbolic rewards, playful dynamics and educational digital platforms. The results obtained demonstrated a significant improvement in the mathematical learning of the participants. The average grade in the pre-test was 5.5 out of 10, a level that is classified as "close to achieving the required learning". After the gamification intervention, the average rose to 9.25 points, placing the students at the level of "master the required learning", with an improvement of 3.75 points in the arithmetic mean. These findings support the effectiveness of gamification as an innovative didactic strategy that not only motivates, but also improves comprehension and performance in mathematics, especially in educational contexts where students have discontinuous school trajectories.Item El método heurístico con inteligencia artificial en el proceso de enseñanza -aprendizaje de la suma y resta en los estudiantes de tercer año de la Unidad Educativa “ABC”(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-03-07) Villacis Freire Raquel Silvana; Morocho Lara Héctor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaNowadays, teaching is undergoing a constant transformation, largely driven by technological advancement. Technology has become a fundamental tool in the educational process, so it is essential to integrate it as a strategy in the teaching of mathematics. Its incorporation allows to enrich learning, make it more interactive and accessible, and offer students new ways to explore and understand mathematical concepts. This research aimed to: Determine the influence of the heuristic method with artificial intelligence in the learning process of addition and subtraction in third-year students of the "ABC" Educational Unit. The applied methodology had a quantitative approach, with a pre-experimental design in which we worked with an experimental group without a control group, with a descriptive level, with a bibliographic and field modality, the technique for collecting information was done through a test, where a questionnaire of 8 addition and subtraction questions was applied in a context related to real life. We worked with two weekly sessions for 6 weeks, applying the heuristic method with artificial intelligence. The instruments were validated by expert judgment. The population consisted of 11 third grade students and one teacher, because the population was small, sampling techniques were not applied. After applying a pre-test and a post-test, the following results were obtained: the pre-test had an average of 6.72 and after applying the treatment, a notable increase in the average of 8.86 was obtained, which showed a significant change of 2.14 points of difference from the pre-test. The Student T test to verify the alternative hypothesis proposed was true. In conclusion, the application of the heuristic method with artificial intelligence had an influence on the learning of addition and subtraction, because a guide with activities was designed to help understand the content and the correct use of the methodology, where different strategies that allow the acquisition and development of skills are detailed.Item GeoGebra y el proceso de enseñanza aprendizaje de ecuaciones de segundo grado(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-01-27) Zambonino Quisanga Joseline Valeria; Chimbo Cáceres Elsa Mayorie; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la MatemáticaThe purpose of this work was to find out how GeoGebra influences the teaching-learning process of second degree equations in first year high school students of the "Mariscal Antonio José de Sucre" Educational Unit. To do this, the study variables were based on a theoretical and scientific basis. The research problem is based on the low academic performance in the area of mathematics, particularly in the subject of second degree equations, where a greater challenge has been demonstrated to understand and put into practice the procedures necessary for its solution. The applied methodology had a pre-experimental design, working with a single group made up of 46 students, with a qualitative-quantitative approach at a correlational level within the bibliographic and field documentary modality. The information collected in the research was obtained through the survey technique and as an instrument the application of a structured questionnaire, which was carried out twice, before (pre-test) and after (post-test) the teaching sessions to know the changes and compare the results obtained on the level of knowledge of second degree equations. The statistics were obtained thanks to the SPSS software and the Wilcoxon test was used to verify the hypothesis. The results indicated that the application of GeoGebra positively influences the teaching-learning process of second degree equations, since before the intervention, 72% of the students did not reach the required learning (scores less than 7 in the pre-test), while only 28% obtained satisfactory grades. After the implementation of GeoGebra, 70% of the students managed to exceed the threshold of the necessary learning, with a grade higher than 7 in the post-test. Concluding that the introduction of GeoGebra in the teaching of second degree equations not only improved students' grades, but also contributed to a greater understanding and mastery of the subject, highlighting the effectiveness of this technological tool in the educational process. The proposed approach combines traditional teaching with technology, which generates a more inclusive learning environment adapted to current needs.Item El modelo constructivista en la enseñanza de Ciencias Naturales; bloque curricular “relación entre los seres vivos”, con los estudiantes de Noveno Grado de Educación General Básica en la Unidad Educativa “Planeta Azul”, de la ciudad de Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-01-21) Villa Parra Génesis Raquel; Miranda Ramos Drawin Patricio; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThis research work analyzes the implementation of the constructivist model in the teaching of Natural Sciences, specifically in the curricular block “Relationship between living beings”, with ninth grade students of the “Planeta Azul” Educational Unit in Ambato, Ecuador. This model, focused on the active construction of knowledge, seeks to foster critical, creative and collaborative skills in students, connecting academic content with their immediate environment. The research, with a mixed approach (qualitative-quantitative), used techniques such as surveys, interviews and observations to collect data on the perceptions of students and teachers, as well as on the pedagogical practices applied. The results showed that, although teachers have theoretical knowledge of the constructivist model, its practical implementation is limited, with elements of the traditional model predominating. Barriers were identified as the lack of systematic didactic strategies, the scarce consideration of the students' previous knowledge and the disconnection between the didactic materials and the students' daily life. The research concludes with the need to strengthen teacher training in constructivist strategies, design contextualized materials and promote pedagogical practices that integrate creativity, collaborative work and problem solving. This study provides an innovative proposal to improve the teaching of Natural Sciences through the transition to a more consistent and effective constructivist model, aligned with the needs of the current educational context.Item Las TAC como estrategia didáctica en el proceso de enseñanza – aprendizaje de la matemática(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-01-21) Pacheco Salgado Leslie Kassandra; Gavilanes López Wilma Lorena; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaLearning and Knowledge Technologies (LKT) are fundamental tools for education, facilitating the teaching process and allowing the acquisition of interactive and innovative learning. Therefore, the objective of the present research project was to determine how ICTs affect the teaching-learning process of mathematics. The methodology had a quantitative, qualitative and mixed approach, with an explanatory, descriptive, relational and quasi-experimental level, whose sample is made up of 118 students of the fifth year of General Basic Education (EGB), of the “Cristobal Colon” Educational Unit. The instruments used were: the structured questionnaire, Procalculus test, a pedagogical test was carried out by means of a diagnostic pre-test and a post-test, working with digital tools: Primary World, Cokitos, ABC Tree, Educaplay, Liveworksheet, subsequently to this pre-experimental process, the TAM model questionnaire was applied, to determine the level of technological acceptance of the tools used, giving as a satisfactory result, contributing significantly in the verification of hypotheses, this was given through the chi-square statistical calculation where the alternate hypothesis was accepted, its results show that students learn better using digital tools, since they have greater effectiveness for learning.Item Estrategias de enseñanza en la lectoescritura(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-01-20) Rojas Pucha Karen Paola; Núñez López Carmita del Rocío; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe present study focuses on: "Teaching Strategies in Literacy," aimed at boys and girls aged 7 to 10 from the "Bautista" Educational Unit located in the city of Ambato, Tungurahua province. The general objective of the research is to determine the level of influence that teaching and learning strategies have on the literacy process in a sample of 80 students: fundamental skills in academic development and the school process. The methodology used in the research has a mixed approach, as the data obtained were quantitative in nature and their interpretation qualitative. The level of research is exploratory, descriptive, and correlational, employing field and bibliographicdocumentary methods. Its design was cross-sectional, developed during the period of September to December 2024. An analysis and discussion were conducted for each independent and dependent variable to correlate whether teaching strategies impact the literacy process. After obtaining the results, hypothesis verification was carried out using the Chisquare statistic, which accepted the alternative hypothesis and rejected the null hypothesis. It is concluded that the teaching strategies applied limit the development of literacy skills and, consequently, the academic performance of the sample studied. Therefore, diversified strategies must be implemented to enhance students' abilities, encouraging motivation for learning in literacy.Item Los cuentos infantiles en la enseñanza del cuidado del medio ambiente con los estudiantes de cuarto grado de Educación General Básica en la Unidad Educativa Luis A Martínez “Agropecuario” de la ciudad de Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-01-20) Muñoz Lozada Nayeli Maribel; Mera Constante Medardo Alfonso; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThis research refers to children's stories that have as a priority the teaching of environmental care. The objective of the research was to analyze the relationship between children's stories and the teaching of environmental care with the fourth-grade students of Basic General Education at the Luis A Martínez "Agropecuario" Educational Unit in the city of Ambato. The research is of a non-experimental design of descriptive transactional cut, it was developed with a mixed approach, with the bibliographic and field modality and a descriptive level. The population was made up of 26 students and 1 teacher of fourth grade of Basic General Education. The survey was used as a technique and the questionnaire addressed to students as an instrument, on the other hand, the interview addressed to the teacher was implemented as a technique and the interview script as an instrument. The results reveal that children's stories are effective in teaching students about caring for the environment, this indicates that the relationships of these variables can attract the attention of students and promote ecological values in a significant way for environmental protection and awareness. It is concluded that children's stories stimulate language, develop imagination, and teach them educational values such as respect for the care of the environment, since it is an efficient tool.Item Estrategias didácticas basadas en herramientas tecnológicas para la enseñanza de factorización en la asignatura de matemáticas en el noveno curso de la U.E. Leonardo Murialdo(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Educación Física y Deporte, 2025-01-13) Jiménez Gamboa David Alberto; Chimbo Cáceres Elsa Maryorie; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la MatemáticaThe main objective of the study focuses on determining the impact of didactic strategies based on technological tools for the teaching of factorization in the subject of mathematics in the ninth grade of U. E. Leonardo Murialdo. The research focused on a qualitative-quantitative approach with a pre-experimental design and descriptive scope, where a population of 28 students was established. The methodological arrangement included the application of a survey by means of a questionnaire consisting of 15 questions, it was validated by experts and its reliability was carried out by Cronbach's alpha, having an index of 0.906. In addition, it was evaluated with pretest and post-test tests with the aim of finding out the level of knowledge of the students in relation to factorization. Subsequently, a satisfaction survey was used, the TAM model with 12 questions of which only questions 1, 6, 7, 8 and 9 were used. The statistics showed that 71% have always used and know about the CATs that the teacher uses to evaluate, while 29% have almost always used and know about such resources. In grades, the pre-test manifested an average of 5.79 out of 10, increasing to 7.96 in the post-test, this increase of 2.18 points shows a fundamental advance in the history and the 10 cases of factoring after an adequate exposure of the CATs, these responses of both tests were validated by Cronbach's alpha, obtaining an index of 0.709 and 0.702, respectively. Then, the responses of the TAM model were analyzed, where they affirm that the CTs are useful and easy to use with 45.71% totally satisfactory and 54.29% satisfactory; the responses were validated by Cronbach's alpha, obtaining an index of 0.756. The results reveal that didactic strategies based on technological tools have a significant impact on the teaching of factoring in the subject of mathematics. In conclusion, didactic strategies together with the use of technological tools are of great help for students to improve their academic performance.Item El método heurístico y la enseñanza-aprendizaje de la Matemática en la Unidad Educativa Ignacio Flores(2024-11-08) Paredes Chanatasig Yadira Natali; Hernández Dávila Carlos AlfredoLos estudiantes a menudo consideran la Matemática como una materia compleja, lo que los lleva a solo memorizar contenido que, con el tiempo, tienden a olvidar debido a la falta de comprensión, investigación y análisis. Por ello, esta investigación tuvo como objetivo establecer la influencia del método heurístico en la enseñanza-aprendizaje de la Matemática en los estudiantes de noveno grado de Educación General Básica de la Unidad Educativa Ignacio Flores. La línea de investigación se centró en la pedagogía, se utilizó una metodología con un diseño experimental de clase preexperimental con preprueba/ posprueba en un único grupo (noveno grado). Se adoptó un nivel descriptivo – correlacional, con enfoque cualicuantitativa (mixto) y modalidades bibliográfica-documental, de campo y experimental. se empleó un muestreo no probabilístico intencional. Por lo que la población estudiada estuvo constituida por 9 estudiantes de noveno y una docente del área de Matemática, Para recoger información, se utilizó la técnica de entrevista dirigida al docente con un guion de entrevista, a los estudiantes se les aplicaron pruebas de entrada (preprueba) y salida (posprueba) mediante un cuestionario de conocimientos; además, se realizó una observación sobre la frecuencia de uso de los modelos teóricos, empleó una lista de cotejo. Los resultados de la entrevista revelaron que la enseñanza de la Matemática se basa mayormente en un enfoque tradicional, la complementa con actividades participativas, en cuanto a la evaluación de conocimientos, el promedio de la preprueba fue de 2,48 puntos, mientras que en la posprueba el promedio se incrementó a 7,73 puntos, la lista de cotejo reveló que los estudiantes mostraron una mayor aceptación hacia el modelo de resolución de problemas de Mason-Burton- Stacey. En conclusión, la implementación de la guía didáctica titulada “El método heurístico y la enseñanza-aprendizaje de la Matemática”, demostró una correlación alta positiva de 0.75, mejoró la comprensión y se refleja en un aumento del rendimiento académico.Item La fàbula el caballo y el asno en la demostración de actitudes de solidaridad entre compañeros en los niños del nivel inicial II.(Carrera de Educación Inicial, 2024-07-01) Guaminga Tivan, Vanessa Michelle; Andrade Zurita, Sylvia JeannetteEl presente proyecto de investigación tuvo como objetivo investigar la fábula el caballo y el asno en la demostración de actitudes de solidaridad entre compañeros en los niños del nivel inicial II. El método en el que se baso es un enfoque cualitativo, el mismo que facilita el estudio y comprensión del comportamiento y la realidad del fenómeno estudiado, partiendo de un alcance descriptivo y una extenuada investigación bibliográfica que se respaldó teóricamente, es así como se describe las dos variables. Para la obtención de información se aplicaron dos técnicas que contaron con sus respectivos instrumentos, los cuales fueron validados por expertos en el área; la primera técnica es la entrevista con su respectivo instrumento guion de entrevista la cual consta con preguntas abiertas dirigidas a las docentes de Educación Inicial; la segunda técnica es la observación y como instrumento la ficha de observación que consta con indicadores y una escala de medición (Iniciado, En proceso Y Adquirido)enfocado en veinticinco niños y niñas de la Unidad Educativa Jerusalén, mediante el cual se consigue demostrar que la fábula el caballo y el asno es una herramienta efectiva para transmitir los valores y enseñanzas a los infantes, también genera un aporte en la demostración de actitudes de solidaridad en las manifestaciones del comportamiento y acciones que tiene el infante con las personas de su alrededor. Se debe agregar que una vez ejecutada la actividad dentro del salón de clases resultados favorables y con grandes beneficios para trabajar el valor de la solidaridad.